ALTERNATIVE LEARNING SYSTEM Don Servillano Platon Memorial National

Community Learning Center (CLC) Grade Level Grade 11

Daily Lesson Log High School
Learning Facilitator Bernard C. Ba Literacy Level SHS
Month and Quarter
Learning Strand
Teaching Dates and Time

Week No. 1
Objective must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
I. OBJECTIVES
Valuing objectives support the learning of content and competences and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards/Focus
Demonstrate understanding on various biological concepts and their applications

B. Performance Standards/
Terminal Objectives Apply biological science concepts in different life situations

C. Learning Competencies/ 1. Identify the different sense organs (LS2SC-BC-PSD-LE/AE-18)

Enabling Objectives 2. Relate the structure of the sense organs to its functions (LS2SC-BC-PSD-LE/AE/JHS-19)
(Write the LC code for each) 3. Relate the structure of the nervous system to its functions, e.g., how the brain, spinal cord, and nerves help a person respond to what is happening
around him/her (LS2SC-BC-PSD-AE/JHS-22)

II. CONTENT (Subject Matter)

A. Sensory System
B. Nervous System

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Session Guide pages
2. Module/Learner’s The Organ System of the Body, Lesson 2 pages 24-26
Materials pages The Organ System of the Body, Lesson 2 pages 13-14
3. Additional Material from
Learning Resource
(LR)portal
B. Other Learning Resources https://byjus.com/biology/sense-organs/
https://www.harleystreetent.com/blog/the-five-senses-and-why-they-are-important
https://kidshealth.org/en/parents/brain-nervous-system.html
https://www.nichd.nih.gov/health/topics/neuro/conditioninfo/parts#:~:text=The%20nervous%20system%20has%20two,all%20parts%20of%20the%20body.
 LS2-001, LS2-002
These steps should be done across the week. Spread out the activities approximately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, draw conclusions about what they learned in relation to their life experiences and previous knowledge indicate the time
allotment for each step.
A. Springboard/Motivation Answer the following questions.
(Establishing a purpose for
the lesson) Session A
1. Our eyes are the organs of _______.
2. You will know if your coffee is too sweet by using your sense of _______.
3. We can identify good and bad odour with our sense of _______.
4. We can feel things that are cold, hot, soft, hard, rough or smooth with the organ of ______.
5. Our sense of _____ can identify noise and sounds.

Session B
1. Your __________ is the central part of your body and controls everything you do.
2. The nervous system is made up of the brain, spinal cord and complex network of __________.
3. The _______________ helps carry messages and signals back and forth between your body and brain.
4. A __________ is another name for a nerve cell.
5. The nervous system has two main parts, the ____________ nervous system and peripheral nervous system.
B. Activity (Review of previous Session A
lesson/s or Presenting the Our body is equipped with sense organs that are vital to our everyday life activities. Normally, we have five senses. Do you have an idea what are our five
new lesson) senses?
(Call 5 students one by one randomly from the attendance sheet) Ask the following questions: 1.) How do you identify color? 2.) What part of your body do
you use when choosing a perfume from the grocery store? 3.) How would you know if a surface is rough or smooth? 4.) What/who is your favorite
song/singer? Why? 5.) What is the difference between a ripe mango and the young/unripe one?

Session B
To appreciate the importance of oxygen to your body, try to pinch your nose without opening your mouth. Note the time it takes for your body to
automatically sense that you need to breathe again. Generally, human beings can delay breathing for only about 2 minutes. The body then automatically
sends signals to enable you to make actions that would start the process of breathing again. Communication and control inside your body is important. This
function is performed by your nervous system.

C. Analysis(Presenting Session A
examples/instances of the
new lesson) Activity: “Smell Is Stronger than Taste”
 To recognize that some senses which are controlled by the brain are stronger than others

Materials: Jelly Ace/candy in several flavors, blindfold

 Procedures:
o Blindfold a student.
o Have the student smell one flavor of the Jelly Ace/candy while tasting another flavor. Let the student guess which flavor is being tasted.

Most often students will name the flavor smelled.

 Learners will recognize that some senses are more powerful than others. They will make a journal entry explaining the procedure from the activity
and the results.

Session B

Activity: “Recognizing and Remembering”

Materials: cloth or paper bag with familiar objects or items available on the CLC.

Procedures:
o Put a group of different objects in a cloth/bag. These should be items that are familiar to the students.
o Have students volunteer to identify the items using only the sense of touch.
o Explain to the students that the senses send signals to the brain for interpretation and storage.
o Hold up one of the objects. Ask a student to identify the object.
o Lead the discussion of how the sense of sight sends a message to the brain. Further discuss that information obtained previously is stored in the
brain helps a person to recognize and recall the name for the object being identified.

 Each student should use two different sense organs to name two separate objects and explain how the sense organs rely on the brain for aid in
recognition.

D. Discussing new concepts Session A

and practicing new skills (sub-
activity #1) Activity: “Mystery Noises”
 Jiggling coins, clinking glasses, clapping hands...think you know what these sound like? Test the ability of people to identify several sounds with this
game. People should close their eyes or turn away from the "sound maker." Make each sound and see if everyone knows what it is. Example sounds:

Materials: Sound effects or anything that create sound/noise

Procedures:
o Shake pennies or other coins
o Clap hands
 o Clap chalkboard erasers
o Tap a pencil or pen on a desk
o Close a book
o Crumple up paper or foil
o Stomp on the floor
o Tear some paper
o Close a stapler
o Bounce a ball

 Let the learners think of more sounds to make. You could also have learners take turns making sounds and asking the others to guess the noise.

E. Discussing new concepts No additional activity

and practicing new skills (sub-
activity #2)

Session A & B
F. Abstraction(Making
1. How our five senses help us do our daily activities?
generalizations
2. If one or two of your senses won’t work, what do you think will happen? What daily tasks you might not perform?
about the lesson)
3. Can you do normal tasks without your senses? Why? How?
4. Can your senses still work without a working brain/nervous system? Why? How?

G. Application (Developing Session A & B

mastery)
1. Compare yourself to a person with a sensory disability/brain damage (due to accident).
2. What life experiences you might not enjoy if you are in the same situation?

H. Valuing (Finding practical Session A & B

applications of concepts
and skills in daily living) 1. How can we ensure that our sensory organs are taken care of?
2. Share a personal habit on how you are maintaining a healthy lifestyle in order to keep your body in good shape?
3. What unhealthy activities you think you might avoid to protect our sensory organs and our nervous system?

Session A
I. Evaluation (Assessing
learning) Instruction: Encircle the letter of the correct answer.
1. If someone is describing something as stinky, smelly, or unpleasant, which sense are they using?
a. smell b. sight c. taste d. touch
 2. Which of the following is NOT one of the five senses?
a. hearing b. sound c. taste d. touch

3. What senses are you using when you are in the movie theatre watching a movie?
a. taste and touch b. touch and smell
c. hearing and touch d. hearing and sight

4. This word can be used to describe the sense of hearing.

a. smooth b. pretty c. loud d. happy

5. When someone is blind, they do not have which sense?

a. smell b. sight c. hearing d. touch

Session B

Instruction: Fill in with the missing letters to complete the words

J. Agreement (Additional Remember that health is wealth. Always take care of your body specially our five senses and the nervous system. Exercise daily. Avoid unhealthy lifestyle
activities for application or and habits that might have negative effect to our body whether it’s short term or lifetime.
remediation)

V. REMARKS Session A : Sensory System

 Session B: Nervous System
Reflect on your teaching and assess yourself as a teacher .Think about your student’s progress this week. What works? What else needs to be done to help the students
VI. REFLECTION
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who acquired
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by:

BERNARD C. BAÑAL
CALSI

Noted:
____________________________
Education Program Specialist-II/ALS

Approved:
____________________________
Elementary School Principal-I